SlideShare a Scribd company logo

358498947-DLL-G10-First-Quarter.pdf

daily lesson log English 10 q1

358498947-DLL-G10-First-Quarter.pdf

1 of 39
Download to read offline
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: June ___________, 2017 Quarter: 1
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning
Competencies/Objectives:
Answer a pre-test EN10RC-Ia-2.15.2:
Determine the effects of
textual aids like advance
organizers, tiles, non-linear
illustrations, etc. on the
understanding of a text
EN10LC-Ia-11.1: Get
information that can be
used in everyday life from
news reports, speeches,
informative talks, panel
discussions, etc.
EN10VC—Ia-1.4/2.4:
Determine how connected
events contribute to the
totality of the material
viewed
EN10V-Ia-13.9:
Differentiate formal from
informal definitions of
words
EN10LT-Ia-14.2: Explain how
the elements specific to a
selection build its theme
EN10WC-Ia-12.1: Identify
features of persuasive texts
Remedial Reading or
Instruction/ICL
II. CONTENT
DISCOVERING PERSONAL CHALLENGES
N/A
Effects of Textual Aids, and
Getting Information
Contribution of Connected
Events to Material’s
Totality, and Difference
between Formal and
Informal Definitions of
Words
Literary Elements of the
Selection: Daedalus &
Icarus, and Features of
Persuasive Texts
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages N/A P3-4 P5-7 P7-9 None
2. Learner’s Materials Pages N/A P6-8 P9-12 P13-18 None
3. Textbook Pages N/A P6-8 P9-12 P13-18 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None None
E. Other Learning Resources N/A A short speech of your
choice for the listening
comprehension; a non-
linear text or any text in a
graphic organizer
Video Clip from YouTube:
Inspiration to Life; Self-
constructed Spinning
Wheel for the Vocabulary
Spinner Task; Image of Nick
Vujicic; Dice
Sample Persuasive Text/s None
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or
Presenting the New Lesson
Let the students take a pre-
test
Review the enduring
question about life
Ask the students to give all
the words they can connect
with the word, myth. Inform
them that the text they are
about to read is a myth
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Distribute test papers to
learners
Have the students mull
over the quotation by
Echkart Tolle and the
enduring question which
can be found in the LM,
Your Journey on page 6
Present a picture of Nick
Vujicic and ask the students
of their prior knowledge
about him
Ask the students to look for
the answer to the following
question:
1. How does Icarus get
himself into a difficult
situation?
Remedial Reading or
Instruction/ICL
C. Presenting
Examples/Instances of the
Lesson
Let the students identify
the saying or well-known
phrase that represents
each block in Task 1 found
on page 7 in the LM
Let the students watch the
video about Nick Vujicic
Have the students answer
the following questions:
1. What are some myths
that you have read?
2. What makes these stories
a myth?
D. Discussing New Concepts and
Practicing New Skills #1
N/A Explain the following
processing questions
relevant to Task 1:
1. What is your overall
impression about the
phrases above?
2. How do they reflect
realities in life?
Have the students answer
the questions for
processing on page 5 of the
TG through small group
discussion
Interactive Reading of the
Selection entitled Daedalus
and Icarus
Have the students answer the
questions in Task 8 – 10 on
page 16 of the LM on their
notebooks
Remedial Reading or
Instruction/ICL
E. Discussing New Concepts and
Practicing New Skills #2
N/A Have the students
accomplish Task 2 You’ve
Got a Friend on page 8 of
the LM
Discuss the difference
between formal and
informal definitions and
have the students give
both the formal and
informal definitions of the
following:
1. comfortable
2. overlapping
3. plunged
4. hurtled
5. vengeful
Discuss shortly the different
features of a persuasive text,
then have the students
identify the features of a
persuasive text present in the
sample text
Remedial Reading or
Instruction/ICL
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
F. Developing Mastery
(Leads to Formative
Assessment 3)
N/A Let the students listen to a
speech and have them
share the information that
can be used in everyday life
through Think-Pair-Share
method
Let the students play the
vocabulary spinner on Task
6, page 12 of the LM
Have the students accomplish
Task 12 Agree or Disagree on
pages 16 and 17 of the LM
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
N/A Ask students to cite any
information from news
reports, speeches, etc.
where they have learned
something to be used in
everyday life
Ask students to cite
instances in life where the
insights from the material
viewed are applicable
Cite instances in life where
people discover their personal
challenges when they get
themselves into difficult
situations
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
N/A Have the students answer
the following question:
1. Recall your experience in
answering the Blocks that
Block in Task 1. What is the
effect of the blocks as
textual aids in identifying
the saying or well-known
phrase that each block
represents?
Have the students answer
the following question:
1. What is the difference
between formal and
informal definitions?
Have the students answer the
following questions:
1. How do personal challenges
make you a better person?
2. What are the different
features of a persuasive text?
Remedial Reading or
Instruction/ICL
I. Evaluating Learning N/A Have the students answer a
self-constructed evaluation
that involves any non-linear
text or any textual aids to
meet objective 1
Vocabulary Rock-in-Roll
using a dice to meet
objective 2 for this session
Let the students accomplish
Task 13 on page 17 of the LM
Integrate/encourage
persuasion in the output
Remedial Reading or
Instruction/ICL
J. Additional Activities for
Application or Remediation
N/A Recall a news report they
have heard or watched
before and cite instances
or information they have
used in real-life
Recall any material viewed
before and share how the
events contribute to its
totality through small
group discussion
Let the students write a short
persuasive text about
cyberbullying in preparation
for the Final Task
Remedial Reading or
Instruction/ICL
IV. REMARKS
V. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: June 12 – 16, 2017 Quarter: 1
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning
Competencies/Objectives:
Regular Holiday:
Independence Day
EN10OL-Ia-3.14: Identify
the factors of public
speaking
EN10G-Ia-27: Use reflexive
and intensive pronouns
EN10RC-Ib-2.15.2:
Determine the effect of
textual aids like advance
organizers, tiles, non-linear
illustrations, etc. on the
understanding of a text
EN10LC-Ib-4: Determine
the implicit and explicit
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points
EN10VC-Ib-1.4/2.4:
Determine how connected
events contribute to the
EN10V-Ib-13.9: Differentiate
formal from informal
definitions of words
EN10LT-Ib-2.2: Explain how
the elements specific to a
genre contribute to the theme
of a particular literary
selection
EN10LT-Ib-2.2.1: Express
appreciation for sensory
images used
Remedial Reading or
Instruction/ICL
Ad

Recommended

Identify features of persuasive texts
Identify features of persuasive textsIdentify features of persuasive texts
Identify features of persuasive textsRanie Livero Villamin
 
DepEd K to 12 ENGLISH CURRICULUM GUIDE GRADE 9
DepEd K to 12 ENGLISH CURRICULUM GUIDE GRADE 9DepEd K to 12 ENGLISH CURRICULUM GUIDE GRADE 9
DepEd K to 12 ENGLISH CURRICULUM GUIDE GRADE 9Albert Maniclang
 
Grade 9 english dll q2 q4
Grade 9 english dll q2 q4Grade 9 english dll q2 q4
Grade 9 english dll q2 q4Reynz Anario
 
Lesson Plan Multimedia Respurces
Lesson Plan Multimedia RespurcesLesson Plan Multimedia Respurces
Lesson Plan Multimedia RespurcesMaryRoseSanchez10
 
Readingand writingtos final-exam_1920
Readingand writingtos final-exam_1920Readingand writingtos final-exam_1920
Readingand writingtos final-exam_1920April Gealene Alera
 
Lesson Plan-in-English-Grade-9-Demo/Video Lesson
Lesson Plan-in-English-Grade-9-Demo/Video LessonLesson Plan-in-English-Grade-9-Demo/Video Lesson
Lesson Plan-in-English-Grade-9-Demo/Video LessonMaRhodaPlaza2
 

More Related Content

What's hot

Grade 9 english lesson exemplar 2nd quarter
Grade 9 english lesson exemplar 2nd quarterGrade 9 english lesson exemplar 2nd quarter
Grade 9 english lesson exemplar 2nd quarterShiela Capili
 
Table of Specification in English 10
Table of Specification in English 10Table of Specification in English 10
Table of Specification in English 10Jaerah Mae Pajigal
 
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson Plan
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson PlanSAMPLE: Grade 10 - APA Bibliography Detailed Lesson Plan
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson PlanMay Andrea Francia
 
Activities for context clues
Activities for context cluesActivities for context clues
Activities for context cluesYuna Lesca
 
English LP- Bias and Prejudice Grade 9.docx
English LP- Bias and Prejudice Grade 9.docxEnglish LP- Bias and Prejudice Grade 9.docx
English LP- Bias and Prejudice Grade 9.docxAndreiBana1
 
Literary vs. academic writing
Literary vs. academic writingLiterary vs. academic writing
Literary vs. academic writingJareleny Nava
 
English 9 - Making Connections
English 9 - Making ConnectionsEnglish 9 - Making Connections
English 9 - Making ConnectionsJuan Miguel Palero
 
literary-and-academic-writing- Grade 7
literary-and-academic-writing- Grade 7literary-and-academic-writing- Grade 7
literary-and-academic-writing- Grade 7Tinalyn Ganitano
 
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Anjenette Columnas
 
K TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISH
K TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISHK TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISH
K TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISHLiGhT ArOhL
 
relating text content to social issues_1.ppt
relating text content to social issues_1.pptrelating text content to social issues_1.ppt
relating text content to social issues_1.pptMaryGraceAmada1
 
BIAS-AND-PREJUDICE (1).pptx
BIAS-AND-PREJUDICE (1).pptxBIAS-AND-PREJUDICE (1).pptx
BIAS-AND-PREJUDICE (1).pptxMiggzLangit
 
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptxDETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptxReschelVisperas1
 
Detailed Lesson Plan in Fact and Opinion
Detailed Lesson Plan in Fact and OpinionDetailed Lesson Plan in Fact and Opinion
Detailed Lesson Plan in Fact and OpinionShiela Ann Neron
 
Elements of a short story.Lesson Plan
Elements of a short story.Lesson PlanElements of a short story.Lesson Plan
Elements of a short story.Lesson PlanYen Bunsoy
 
Grade 9 Informative Writing, Journalistic Writing and Literary Writing
Grade 9 Informative Writing, Journalistic Writing and Literary WritingGrade 9 Informative Writing, Journalistic Writing and Literary Writing
Grade 9 Informative Writing, Journalistic Writing and Literary WritingTalugtug National High School
 
Linear and Non Linear Texts
Linear and Non Linear TextsLinear and Non Linear Texts
Linear and Non Linear TextsSheng Nuesca
 
G9 english lesson exemplar 3rd quarter
G9 english lesson exemplar 3rd quarterG9 english lesson exemplar 3rd quarter
G9 english lesson exemplar 3rd quarterShiela Capili
 
EN10V-IVg-3: Get familiar with research terms
EN10V-IVg-3: Get familiar with research termsEN10V-IVg-3: Get familiar with research terms
EN10V-IVg-3: Get familiar with research termsRanie Livero Villamin
 

What's hot (20)

Grade 9 english lesson exemplar 2nd quarter
Grade 9 english lesson exemplar 2nd quarterGrade 9 english lesson exemplar 2nd quarter
Grade 9 english lesson exemplar 2nd quarter
 
Table of Specification in English 10
Table of Specification in English 10Table of Specification in English 10
Table of Specification in English 10
 
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson Plan
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson PlanSAMPLE: Grade 10 - APA Bibliography Detailed Lesson Plan
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson Plan
 
Activities for context clues
Activities for context cluesActivities for context clues
Activities for context clues
 
English LP- Bias and Prejudice Grade 9.docx
English LP- Bias and Prejudice Grade 9.docxEnglish LP- Bias and Prejudice Grade 9.docx
English LP- Bias and Prejudice Grade 9.docx
 
Literary vs. academic writing
Literary vs. academic writingLiterary vs. academic writing
Literary vs. academic writing
 
English 9 - Making Connections
English 9 - Making ConnectionsEnglish 9 - Making Connections
English 9 - Making Connections
 
literary-and-academic-writing- Grade 7
literary-and-academic-writing- Grade 7literary-and-academic-writing- Grade 7
literary-and-academic-writing- Grade 7
 
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...
 
K TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISH
K TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISHK TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISH
K TO 12 GRADE 9 LEARNER’S MATERIAL IN ENGLISH
 
relating text content to social issues_1.ppt
relating text content to social issues_1.pptrelating text content to social issues_1.ppt
relating text content to social issues_1.ppt
 
BIAS-AND-PREJUDICE (1).pptx
BIAS-AND-PREJUDICE (1).pptxBIAS-AND-PREJUDICE (1).pptx
BIAS-AND-PREJUDICE (1).pptx
 
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptxDETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
 
Detailed Lesson Plan in Fact and Opinion
Detailed Lesson Plan in Fact and OpinionDetailed Lesson Plan in Fact and Opinion
Detailed Lesson Plan in Fact and Opinion
 
Elements of a short story.Lesson Plan
Elements of a short story.Lesson PlanElements of a short story.Lesson Plan
Elements of a short story.Lesson Plan
 
Tone, mood, author's purpose.pptx
Tone, mood, author's purpose.pptxTone, mood, author's purpose.pptx
Tone, mood, author's purpose.pptx
 
Grade 9 Informative Writing, Journalistic Writing and Literary Writing
Grade 9 Informative Writing, Journalistic Writing and Literary WritingGrade 9 Informative Writing, Journalistic Writing and Literary Writing
Grade 9 Informative Writing, Journalistic Writing and Literary Writing
 
Linear and Non Linear Texts
Linear and Non Linear TextsLinear and Non Linear Texts
Linear and Non Linear Texts
 
G9 english lesson exemplar 3rd quarter
G9 english lesson exemplar 3rd quarterG9 english lesson exemplar 3rd quarter
G9 english lesson exemplar 3rd quarter
 
EN10V-IVg-3: Get familiar with research terms
EN10V-IVg-3: Get familiar with research termsEN10V-IVg-3: Get familiar with research terms
EN10V-IVg-3: Get familiar with research terms
 

Similar to 358498947-DLL-G10-First-Quarter.pdf

DLL ABM2 WEEK 7.docx
DLL ABM2  WEEK 7.docxDLL ABM2  WEEK 7.docx
DLL ABM2 WEEK 7.docxChris selebio
 
356260912-DLL-1st-Quarter-English-9.docx
356260912-DLL-1st-Quarter-English-9.docx356260912-DLL-1st-Quarter-English-9.docx
356260912-DLL-1st-Quarter-English-9.docxPrincyMorales
 
Reading and Writing Quarter 1 Week 1.docx
Reading and Writing Quarter 1 Week 1.docxReading and Writing Quarter 1 Week 1.docx
Reading and Writing Quarter 1 Week 1.docxSCSJ
 
dll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docxdll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docxRicssBulutano
 
DLL Grade 9 English 4th Quarter.docx
DLL Grade 9 English 4th Quarter.docxDLL Grade 9 English 4th Quarter.docx
DLL Grade 9 English 4th Quarter.docxNixonFerrer3
 
Quarter 2 Week 1 Lesson Plan.pdf
Quarter 2 Week 1 Lesson Plan.pdfQuarter 2 Week 1 Lesson Plan.pdf
Quarter 2 Week 1 Lesson Plan.pdfKoyPoblete
 
Grade9englishdllq2 q4-161115081339
Grade9englishdllq2 q4-161115081339Grade9englishdllq2 q4-161115081339
Grade9englishdllq2 q4-161115081339Gideon Pol Tiongco
 
SAMPLE-NHS-DLL.docx
SAMPLE-NHS-DLL.docxSAMPLE-NHS-DLL.docx
SAMPLE-NHS-DLL.docxcecilyn2
 
MIL DLL QUARTER 1 week 1.docx
MIL DLL QUARTER 1 week 1.docxMIL DLL QUARTER 1 week 1.docx
MIL DLL QUARTER 1 week 1.docxElysaMicu
 
ENGLISH_10_DLL_quarter.docx
ENGLISH_10_DLL_quarter.docxENGLISH_10_DLL_quarter.docx
ENGLISH_10_DLL_quarter.docxMaybelAmbion2
 
dll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docxdll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docxDeLeonLRiza
 
ENGLISH-7-DLL-Q1-WEEK-2.docx
ENGLISH-7-DLL-Q1-WEEK-2.docxENGLISH-7-DLL-Q1-WEEK-2.docx
ENGLISH-7-DLL-Q1-WEEK-2.docxAnecitoJrNeri1
 
WLP ENGLISH 8/ OPINION MARKING SIGNALS
WLP ENGLISH 8/ OPINION MARKING SIGNALSWLP ENGLISH 8/ OPINION MARKING SIGNALS
WLP ENGLISH 8/ OPINION MARKING SIGNALSKristineSantos34
 
dll-1st-quarter-english-9.docx
dll-1st-quarter-english-9.docxdll-1st-quarter-english-9.docx
dll-1st-quarter-english-9.docxglessieannbarba
 
MIL DLL June 5- 9, 2017 Grade 12.docx
MIL DLL June 5- 9, 2017 Grade 12.docxMIL DLL June 5- 9, 2017 Grade 12.docx
MIL DLL June 5- 9, 2017 Grade 12.docxJcKingz
 

Similar to 358498947-DLL-G10-First-Quarter.pdf (20)

Week 5.docx
Week 5.docxWeek 5.docx
Week 5.docx
 
DLL ABM2 WEEK 7.docx
DLL ABM2  WEEK 7.docxDLL ABM2  WEEK 7.docx
DLL ABM2 WEEK 7.docx
 
DLL ORAL WEEK 1.docx
DLL ORAL WEEK 1.docxDLL ORAL WEEK 1.docx
DLL ORAL WEEK 1.docx
 
w7 g10.docx
w7 g10.docxw7 g10.docx
w7 g10.docx
 
356260912-DLL-1st-Quarter-English-9.docx
356260912-DLL-1st-Quarter-English-9.docx356260912-DLL-1st-Quarter-English-9.docx
356260912-DLL-1st-Quarter-English-9.docx
 
Reading and Writing Quarter 1 Week 1.docx
Reading and Writing Quarter 1 Week 1.docxReading and Writing Quarter 1 Week 1.docx
Reading and Writing Quarter 1 Week 1.docx
 
Sentences
SentencesSentences
Sentences
 
dll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docxdll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docx
 
DLL Grade 9 English 4th Quarter.docx
DLL Grade 9 English 4th Quarter.docxDLL Grade 9 English 4th Quarter.docx
DLL Grade 9 English 4th Quarter.docx
 
Quarter 2 Week 1 Lesson Plan.pdf
Quarter 2 Week 1 Lesson Plan.pdfQuarter 2 Week 1 Lesson Plan.pdf
Quarter 2 Week 1 Lesson Plan.pdf
 
HGq1w1.docx
HGq1w1.docxHGq1w1.docx
HGq1w1.docx
 
Grade9englishdllq2 q4-161115081339
Grade9englishdllq2 q4-161115081339Grade9englishdllq2 q4-161115081339
Grade9englishdllq2 q4-161115081339
 
SAMPLE-NHS-DLL.docx
SAMPLE-NHS-DLL.docxSAMPLE-NHS-DLL.docx
SAMPLE-NHS-DLL.docx
 
MIL DLL QUARTER 1 week 1.docx
MIL DLL QUARTER 1 week 1.docxMIL DLL QUARTER 1 week 1.docx
MIL DLL QUARTER 1 week 1.docx
 
ENGLISH_10_DLL_quarter.docx
ENGLISH_10_DLL_quarter.docxENGLISH_10_DLL_quarter.docx
ENGLISH_10_DLL_quarter.docx
 
dll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docxdll_-_english_9_2nd-4thq_3.docx
dll_-_english_9_2nd-4thq_3.docx
 
ENGLISH-7-DLL-Q1-WEEK-2.docx
ENGLISH-7-DLL-Q1-WEEK-2.docxENGLISH-7-DLL-Q1-WEEK-2.docx
ENGLISH-7-DLL-Q1-WEEK-2.docx
 
WLP ENGLISH 8/ OPINION MARKING SIGNALS
WLP ENGLISH 8/ OPINION MARKING SIGNALSWLP ENGLISH 8/ OPINION MARKING SIGNALS
WLP ENGLISH 8/ OPINION MARKING SIGNALS
 
dll-1st-quarter-english-9.docx
dll-1st-quarter-english-9.docxdll-1st-quarter-english-9.docx
dll-1st-quarter-english-9.docx
 
MIL DLL June 5- 9, 2017 Grade 12.docx
MIL DLL June 5- 9, 2017 Grade 12.docxMIL DLL June 5- 9, 2017 Grade 12.docx
MIL DLL June 5- 9, 2017 Grade 12.docx
 

Recently uploaded

Shapley Tech Talk - SHAP and Shapley Discussion
Shapley Tech Talk - SHAP and Shapley DiscussionShapley Tech Talk - SHAP and Shapley Discussion
Shapley Tech Talk - SHAP and Shapley DiscussionTushar Tank
 
Website Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online PresenceWebsite Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online PresenceSamantha Russell
 
Grantseeking Solo- Securing Awards with Limited Staff PDF.pdf
Grantseeking Solo- Securing Awards with Limited Staff  PDF.pdfGrantseeking Solo- Securing Awards with Limited Staff  PDF.pdf
Grantseeking Solo- Securing Awards with Limited Staff PDF.pdfTechSoup
 
2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptxMaryPotorti1
 
John See - Narrative Story
John See - Narrative StoryJohn See - Narrative Story
John See - Narrative StoryAlan See
 
Appendicular SkeletonSystem PPT.....pptx
Appendicular SkeletonSystem PPT.....pptxAppendicular SkeletonSystem PPT.....pptx
Appendicular SkeletonSystem PPT.....pptxRenuka N Sunagad
 
Chromatography-Gas chromatography-Principle
Chromatography-Gas chromatography-PrincipleChromatography-Gas chromatography-Principle
Chromatography-Gas chromatography-Principleblessipriyanka
 
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdf
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfWriting Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdf
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
 
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYSOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYGloriaRamos83
 
History in your Hands slides - Class 4 (online version).pptx
History in your Hands slides - Class 4 (online version).pptxHistory in your Hands slides - Class 4 (online version).pptx
History in your Hands slides - Class 4 (online version).pptxEilsONeill
 
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...Nguyen Thanh Tu Collection
 
IR introduction Introduction, Principle & Theory
IR introduction Introduction, Principle & TheoryIR introduction Introduction, Principle & Theory
IR introduction Introduction, Principle & Theorynivedithag131
 
UniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tourUniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tourUSC_Library
 
Bayesian Analysis Fundamentals with Examples
Bayesian Analysis Fundamentals with ExamplesBayesian Analysis Fundamentals with Examples
Bayesian Analysis Fundamentals with ExamplesTushar Tank
 
The Institutional Origins of Canada’s Telecommunications Mosaic
The Institutional Origins of Canada’s Telecommunications MosaicThe Institutional Origins of Canada’s Telecommunications Mosaic
The Institutional Origins of Canada’s Telecommunications MosaicUniversity of Canberra
 
Intuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov ChainsIntuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov ChainsTushar Tank
 
ACTIVIDAD DE CLASE No 1 - SOPA DE LETRAS
ACTIVIDAD DE CLASE No 1 - SOPA DE LETRASACTIVIDAD DE CLASE No 1 - SOPA DE LETRAS
ACTIVIDAD DE CLASE No 1 - SOPA DE LETRASMaria Lucia Céspedes
 
Practical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptxPractical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptxKatherine Villaluna
 

Recently uploaded (20)

Caldecott Medal Book Winners and Media Used
Caldecott Medal Book Winners and Media UsedCaldecott Medal Book Winners and Media Used
Caldecott Medal Book Winners and Media Used
 
Shapley Tech Talk - SHAP and Shapley Discussion
Shapley Tech Talk - SHAP and Shapley DiscussionShapley Tech Talk - SHAP and Shapley Discussion
Shapley Tech Talk - SHAP and Shapley Discussion
 
Website Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online PresenceWebsite Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online Presence
 
Grantseeking Solo- Securing Awards with Limited Staff PDF.pdf
Grantseeking Solo- Securing Awards with Limited Staff  PDF.pdfGrantseeking Solo- Securing Awards with Limited Staff  PDF.pdf
Grantseeking Solo- Securing Awards with Limited Staff PDF.pdf
 
2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx
 
John See - Narrative Story
John See - Narrative StoryJohn See - Narrative Story
John See - Narrative Story
 
Appendicular SkeletonSystem PPT.....pptx
Appendicular SkeletonSystem PPT.....pptxAppendicular SkeletonSystem PPT.....pptx
Appendicular SkeletonSystem PPT.....pptx
 
Time-Honored Wisdom: African Teachings for VUCA Leaders
Time-Honored Wisdom: African Teachings for VUCA LeadersTime-Honored Wisdom: African Teachings for VUCA Leaders
Time-Honored Wisdom: African Teachings for VUCA Leaders
 
Chromatography-Gas chromatography-Principle
Chromatography-Gas chromatography-PrincipleChromatography-Gas chromatography-Principle
Chromatography-Gas chromatography-Principle
 
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdf
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfWriting Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdf
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdf
 
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYSOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
 
History in your Hands slides - Class 4 (online version).pptx
History in your Hands slides - Class 4 (online version).pptxHistory in your Hands slides - Class 4 (online version).pptx
History in your Hands slides - Class 4 (online version).pptx
 
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
 
IR introduction Introduction, Principle & Theory
IR introduction Introduction, Principle & TheoryIR introduction Introduction, Principle & Theory
IR introduction Introduction, Principle & Theory
 
UniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tourUniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tour
 
Bayesian Analysis Fundamentals with Examples
Bayesian Analysis Fundamentals with ExamplesBayesian Analysis Fundamentals with Examples
Bayesian Analysis Fundamentals with Examples
 
The Institutional Origins of Canada’s Telecommunications Mosaic
The Institutional Origins of Canada’s Telecommunications MosaicThe Institutional Origins of Canada’s Telecommunications Mosaic
The Institutional Origins of Canada’s Telecommunications Mosaic
 
Intuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov ChainsIntuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov Chains
 
ACTIVIDAD DE CLASE No 1 - SOPA DE LETRAS
ACTIVIDAD DE CLASE No 1 - SOPA DE LETRASACTIVIDAD DE CLASE No 1 - SOPA DE LETRAS
ACTIVIDAD DE CLASE No 1 - SOPA DE LETRAS
 
Practical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptxPractical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptx
 

358498947-DLL-G10-First-Quarter.pdf

  • 1. GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VENICE E. GENITA Learning Area: English Teaching Dates and Time: June ___________, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: Answer a pre-test EN10RC-Ia-2.15.2: Determine the effects of textual aids like advance organizers, tiles, non-linear illustrations, etc. on the understanding of a text EN10LC-Ia-11.1: Get information that can be used in everyday life from news reports, speeches, informative talks, panel discussions, etc. EN10VC—Ia-1.4/2.4: Determine how connected events contribute to the totality of the material viewed EN10V-Ia-13.9: Differentiate formal from informal definitions of words EN10LT-Ia-14.2: Explain how the elements specific to a selection build its theme EN10WC-Ia-12.1: Identify features of persuasive texts Remedial Reading or Instruction/ICL II. CONTENT DISCOVERING PERSONAL CHALLENGES N/A Effects of Textual Aids, and Getting Information Contribution of Connected Events to Material’s Totality, and Difference between Formal and Informal Definitions of Words Literary Elements of the Selection: Daedalus & Icarus, and Features of Persuasive Texts Remedial Reading or Instruction/ICL
  • 2. III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages N/A P3-4 P5-7 P7-9 None 2. Learner’s Materials Pages N/A P6-8 P9-12 P13-18 None 3. Textbook Pages N/A P6-8 P9-12 P13-18 None 4. Additional Materials from Learning Resource (LR) portal None None None None None E. Other Learning Resources N/A A short speech of your choice for the listening comprehension; a non- linear text or any text in a graphic organizer Video Clip from YouTube: Inspiration to Life; Self- constructed Spinning Wheel for the Vocabulary Spinner Task; Image of Nick Vujicic; Dice Sample Persuasive Text/s None IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing Previous Lesson or Presenting the New Lesson Let the students take a pre- test Review the enduring question about life Ask the students to give all the words they can connect with the word, myth. Inform them that the text they are about to read is a myth Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Distribute test papers to learners Have the students mull over the quotation by Echkart Tolle and the enduring question which can be found in the LM, Your Journey on page 6 Present a picture of Nick Vujicic and ask the students of their prior knowledge about him Ask the students to look for the answer to the following question: 1. How does Icarus get himself into a difficult situation? Remedial Reading or Instruction/ICL
  • 3. C. Presenting Examples/Instances of the Lesson Let the students identify the saying or well-known phrase that represents each block in Task 1 found on page 7 in the LM Let the students watch the video about Nick Vujicic Have the students answer the following questions: 1. What are some myths that you have read? 2. What makes these stories a myth? D. Discussing New Concepts and Practicing New Skills #1 N/A Explain the following processing questions relevant to Task 1: 1. What is your overall impression about the phrases above? 2. How do they reflect realities in life? Have the students answer the questions for processing on page 5 of the TG through small group discussion Interactive Reading of the Selection entitled Daedalus and Icarus Have the students answer the questions in Task 8 – 10 on page 16 of the LM on their notebooks Remedial Reading or Instruction/ICL E. Discussing New Concepts and Practicing New Skills #2 N/A Have the students accomplish Task 2 You’ve Got a Friend on page 8 of the LM Discuss the difference between formal and informal definitions and have the students give both the formal and informal definitions of the following: 1. comfortable 2. overlapping 3. plunged 4. hurtled 5. vengeful Discuss shortly the different features of a persuasive text, then have the students identify the features of a persuasive text present in the sample text Remedial Reading or Instruction/ICL IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
  • 4. F. Developing Mastery (Leads to Formative Assessment 3) N/A Let the students listen to a speech and have them share the information that can be used in everyday life through Think-Pair-Share method Let the students play the vocabulary spinner on Task 6, page 12 of the LM Have the students accomplish Task 12 Agree or Disagree on pages 16 and 17 of the LM Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living N/A Ask students to cite any information from news reports, speeches, etc. where they have learned something to be used in everyday life Ask students to cite instances in life where the insights from the material viewed are applicable Cite instances in life where people discover their personal challenges when they get themselves into difficult situations Remedial Reading or Instruction/ICL H. Making Generalizations and Abstractions about the Lesson N/A Have the students answer the following question: 1. Recall your experience in answering the Blocks that Block in Task 1. What is the effect of the blocks as textual aids in identifying the saying or well-known phrase that each block represents? Have the students answer the following question: 1. What is the difference between formal and informal definitions? Have the students answer the following questions: 1. How do personal challenges make you a better person? 2. What are the different features of a persuasive text? Remedial Reading or Instruction/ICL I. Evaluating Learning N/A Have the students answer a self-constructed evaluation that involves any non-linear text or any textual aids to meet objective 1 Vocabulary Rock-in-Roll using a dice to meet objective 2 for this session Let the students accomplish Task 13 on page 17 of the LM Integrate/encourage persuasion in the output Remedial Reading or Instruction/ICL J. Additional Activities for Application or Remediation N/A Recall a news report they have heard or watched before and cite instances or information they have used in real-life Recall any material viewed before and share how the events contribute to its totality through small group discussion Let the students write a short persuasive text about cyberbullying in preparation for the Final Task Remedial Reading or Instruction/ICL
  • 5. IV. REMARKS V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers?
  • 6. GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VENICE E. GENITA Learning Area: English Teaching Dates and Time: June 12 – 16, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: Regular Holiday: Independence Day EN10OL-Ia-3.14: Identify the factors of public speaking EN10G-Ia-27: Use reflexive and intensive pronouns EN10RC-Ib-2.15.2: Determine the effect of textual aids like advance organizers, tiles, non-linear illustrations, etc. on the understanding of a text EN10LC-Ib-4: Determine the implicit and explicit signals, verbal, as well as non-verbal, used by the speaker to highlight significant points EN10VC-Ib-1.4/2.4: Determine how connected events contribute to the EN10V-Ib-13.9: Differentiate formal from informal definitions of words EN10LT-Ib-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-Ib-2.2.1: Express appreciation for sensory images used Remedial Reading or Instruction/ICL
  • 7. totality of a material viewed II. CONTENT DISCOVERING PERSONAL CHALLENGES: BUILDING UP DEFENSES: Factors of Public Speaking, and Reflexive & Intensive Pronouns Effect of Textual Aids; Implicit & Explicit Signals, Verbal & Non-Verbal Used by Speaker; and Contribution of Events to Material’s Totality Formal and Informal Definitions of Words; Elements Specific to a Genre; and Sensory Images Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P10 -17 P20-23 P24-28 None 2. Learner’s Materials Pages P18-30 P32-33 P35-44 None 3. Textbook Pages P18-30 P32-33 P35-44 None 4. Additional Materials from Learning Resource (LR) portal None None None None E. Other Learning Resources None Audio-video file of the song, Reflection None None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Review the features of a persuasive text Have the students read the introduction under Your Journey on page 31 of the LM Let the students set their expectations on the lesson by accomplishing Task 6 on page 35 of the LM Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Since the final output of Lesson 1 is oral reporting about cyberbullying, have the students give their Remind students of the expected output of the lesson: brochure on Let the students read the text on page 35 of the LM and let the information be a guide in reading the text Remedial Reading or Instruction/ICL
  • 8. prior knowledge on the factors of public speaking building defenses against discrimination IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY C. Discussing New Concepts and Practicing New Skills #1 Have the students read the text about bullying on pages 27 & 28 in the LM Have the students accomplish a word web activity on the word, Discrimination Have the students accomplish the Story Anticipation Guide on page 36 of the LM Remedial Reading or Instruction/ICL D. Discussing New Concepts and Practicing New Skills #2 Discuss the factors of public speaking & have the students examine the Oral Presentation Rubric on page 29 of the LM as a reference for the final task Have the students accomplish Task 1 on page 32 of the LM Have the students recall their knowledge on formal & informal definitions of words; then let the students accomplish Task 8 on page 36 of the LM Remedial Reading or Instruction/ICL E. Developing Mastery (Leads to Formative Assessment 3) Have the students accomplish Task 16 Grammarian for a Day on pages 18 – 19 in the LM Have the students view or listen to the song “Reflection” from the movie Mulan and answer the processing questions Interactive Reading of the selection, The Gorgon’s Head; then have the students answer Task 9 on their notebooks (p. 42) Remedial Reading or Instruction/ICL F. Finding Practical Applications of Concepts and Skills in Daily Living Facilitate the students in accomplishing Task 30 A Day in a Life on page 29 of the LM Let the students accomplish Task 3 Mirror, Mirror on page 33 of the LM Facilitate students’ group work: Visualizing the Text on page 42 of the LM Remedial Reading or Instruction/ICL G. Making Generalizations and Abstractions about the Lesson Have the students answer the following: 1. In what instances in life where you can use the insights you’ve learned on the factors of public speaking? Let the students recall the textual aid on Task 1 and ask them its effect in deciphering the riddle Let the students answer the following: “What events in the myth could happen in real life?” Remedial Reading or Instruction/ICL H. Evaluating Learning Have the students answer the following: Have the students answer the following: Facilitate students’ abstraction from the lesson by answering the following: Remedial Reading or Instruction/ICL
  • 9. “Why do we need to know the factors in public speaking?” “What are being used in the song viewed to highlight its significant points?” “What are the insights you’ve learned from the selection?” I. Additional Activities for Application or Remediation Oral Presentation about Cyberbullying Think-Write-Share: Discrimination Check (page 32 of the LM) Makes Sense To Me (page 44) Remedial Reading or Instruction/ICL REMARKS Accomplish the My Treasure on page 30 of the LM on their Activity Notebook Using the exit cards provided or any piece of paper, answer the enduring question of the lesson Accomplish Task 12 My Coat of Arms on pages 43-44 of the LM Remedial Reading or Instruction/ICL VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover
  • 10. which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: Venice E. Genita Learning Area: English Teaching Dates and Time: June 19 – 23, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: EN10WC-Ib-12.1: Identify features of persuasive texts EN10OL-Ib-3.15: Describe and interpret the ethics of public speaking EN10G-Ib-27: Use reflexive and intensive pronouns EN10RC-Ic-2.15.2: Determine the effect of textual aids like advance organizers, titles, non- linear illustrations, etc. on the understanding of a text EN10LC-Ic-4: Determine the implicit and explicit signals, verbal, as well as non-verbal, used by the speaker to highlight significant points EN10VC-Ic1.4/2.4: Determine how connected events contribute to the totality of a material viewed EN10V-Ic13.9: Differentiate formal from informal definitions of words EN10LT-Ic-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-Ic2.2.2: Explain the literary devices used Remedial Reading or Instruction/ICL BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:
  • 11. II. CONTENT Features of Persuasive Texts; Ethics of Public Speaking; and Reflexive & Intensive Pronouns Effect of Textual Aids; and Implicit & Explicit Signals, Verbal & Non-Verbal Used by the Speaker Contribution of Events to a Material’s Totality; and Difference Between Formal & Informal Definitions of Words Literary Elements/Theme in the Selection, Orpheus; and Literary Devices Used Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P29-33 P P P None 2. Learner’s Materials Pages P45-51 P52-53 P53-54 P55-58 None 3. Textbook Pages P45-51 P52-53 P53-54 P55-58 None 4. Additional Materials from Learning Resource (LR) portal None None None None None E. Other Learning Resources Self-constructed worksheet on describing/interpreting ethics of public speaking; caps Audio-video file on “Let it Go” song; printed copy of a song of your choice Copy of the film or a summary/movie review of “Life of Pi” movie Dice None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Review the features of persuasive texts and reflexive & intensive pronouns Have the students read the text under Your Journey on page 52 of the LM Present the necessary information about the movie, “Life of Pi” Have the students read the text about myths in a box on page 55 of the LM, then deliberate its key thought/s Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Have the students mull over the following key thought: “Pronouns are used so that you do not keep using nouns all throughout a text.” Inform students of the expected output in Lesson 3: Information Ad (TV, radio, or print) Have the students mull over the following question: “How did the connected events contribute to the totality of the movie?” Have the students mull over the following motive question: “To what extent would you use your strength to save the person you love?” Remedial Reading or Instruction/ICL
  • 12. C. Presenting Examples/Instances of the Lesson Have the students compare and contrast reflexive & intensive pronouns using a Venn Diagram Present samples of explicit and implicit signals and have the students differentiate implicit and explicit signals Optional: Viewing of the movie, “Life of Pi” (time-consuming) Present the summary or the movie review of the film, “Life of Pi” Interactive Reading of the Selection entitled, Orpheus Remedial Reading or Instruction/ICL IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY D. Discussing New Concepts and Practicing New Skills #1 Have the students accomplish Task A & B on page 45 of the LM Have the students listen to the song, “Let it Go” & let them determine implicit and explicit signals from the lyrics Have the students discuss their answers to the processing questions on pages 59-60 of the LM in a small group Have the students answer the processing questions on page 57. Optional: Pass the Dice Activity in designating questions to students Remedial Reading or Instruction/ICL E. Discussing New Concepts and Practicing New Skills #2 Discuss the ethics of public speaking and have them accomplish the provided worksheet Let the students accomplish Task 1 Boy-Girl Power on page 53 of the LM Let the students accomplish Task 4 Mystery Words on pages 54-55 of the LM Discuss shortly what is exposition, falling action, climax, rising action, and resolution, then facilitate students’ responses on Task 6 Element-Array on page 58 of the LM Remedial Reading or Instruction/ICL F. Developing Mastery (Leads to Formative Assessment 3) Let the students accomplish Task 18 Caps Locked on page 48 Facilitate students’ responses on the processing questions on page 54 of the LM Elaborate/explain the answers on the processing questions on page 55 of the LM Have the students orally discuss their answers to the processing questions on Task 6 (page 58) Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living Have the students answer the following through Think-Pair-Share: “What are the instances in life where you can use the ethics in public speaking?” Let the students cite real- life situations that make use of implicit and explicit signals Have the students correlate the events and totality of the movie to their own experiences and their contribution to life Cite instances where people risk so much for the sake of their loved ones Remedial Reading or Instruction/ICL H. Making Generalizations and Abstractions about the Lesson Facilitate the students’ responses on the following: Facilitate students’ responses on the following: Let the students answer the following: Have the students answer the following: Remedial Reading or Instruction/ICL
  • 13. “Describe an ethical public speaking.” “How are explicit and implicit signals used by the speaker to highlight significant points?” “What insights have you learned from the movie adaptation/summary?” “Why should you capitalize on strengths and recognize your weaknesses?” I. Evaluating Learning Travel Brochure (page 50) Using the printed copy of a song, have the students determine the implicit and explicit signals used in the lyrics to highlight points Using the words in the mystery words, have the students take a short quiz on the formal and informal definition of the words Accomplish Task 7 Alice Low on page 58 of the LM Remedial Reading or Instruction/ICL J. Additional Activities for Application or Remediation Accomplish My Treasure on page 51 of the LM and write your answers on a journal Have the students accomplish Task 3 What are You Made of? Encourage students to watch the film, “Life of Pi” with their family at their own leisure time Research: How to Make an Effective Information Ad Remedial Reading or Instruction/ICL VII.REMARKS VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work?
  • 14. F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VENICE E. GENITA Learning Area: English Teaching Dates and Time: June 26 – 30, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: Regular Holiday: Eid’l Fitr EN10WC-Ic12.2: Formulate a statement of opinion or assertion EN10OL-Ic-3.16: Describe the techniques in effective public speaking EN10G-Ic-26: Using words and expressions that emphasize a point EN10RC-Id-2.15.2: Determine the effect of textual aids like advance organizers, titles, non- linear illustrations, etc. on the understanding of a text EN10LC-Id-4.1: Single out direct and indirect signals used by a speaker EN10VC-Id25: Express insights based on the ideas presented in the material viewed EN10V-Id13.9: Differentiate formal from informal definitions of words Remedial Reading or Instruction/ICL
  • 15. II. CONTENT CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES: DEALING WITH PERSONAL CHALLENGES: Statement of Opinion or Assertion; Techniques in Effective Public Speaking; and Words & Expressions that Emphasize a Point Effect of Textual Aids; and Direct & Indirect Signals Used by a Speaker Insights based on Ideas; and Difference between Formal & Informal Definitions of Words Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P P P None 2. Learner’s Materials Pages P59-66 P67-68 P69 & 71 None 3. Textbook Pages P59-66 P67-68 P69 & 71 None 4. Additional Materials from Learning Resource (LR) portal None None None None E. Other Learning Resources None Sample Impressive Photo Essay Dictionaries; and “Never Give Up in Life” (an inspirational video) None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Have the students give words or group of words to associate with the words: Opinion and Assertion Have the students read the text under Your Journey on page 67 of the LM and deliberate its key thought/s Have the students share their expectations set last meeting Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Ask students to deliberate the relevance between giving insights, opinions or assertions, and expressions to emphasize a point or to effectively communicate in public Inform the students of the expected output of the lesson: Impressive Photo Essay Ask students: “How do human desires, intuitions, & motives lead to dealing with personal challenges?” Remedial Reading or Instruction/ICL
  • 16. C. Presenting Examples/Instances of the Lesson Interactive Discussion: Techniques in Effective Public Speaking and Words & Expressions to emphasize a point Have the students mull over the quotation by an anonymous writer on page 68 of the LM Have the students mull over the following: “You are what you are and where you are because of what has gone into your mind. You can change what you are and where you are by changing what goes into your mind.” – Zig Ziglar Remedial Reading or Instruction/ICL V. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY D. Discussing New Concepts and Practicing New Skills #1 Have the students accomplish Task 8.2 A Quote on Quote on page 61 of the LM Let the students answer the questions on Task 1 (page 68) Let the students find difficult or unfamiliar words in the selection and look up the meaning of each through the use of a dictionary or context clues Remedial Reading or Instruction/ICL E. Discussing New Concepts and Practicing New Skills #2 Let the students answer Task 9 Modal Modes on pages 61 & 62 of the LM Have the students accomplish Task 2 A Puzzling Trial on page 68 of the LM Let the students view “Never Give Up in Life” and have them share or express their insights through Think-Pair- Share Remedial Reading or Instruction/ICL F. Developing Mastery (Leads to Formative Assessment 3) Have the students answer Task 9.1 and Task 9.2 on page 62 of the LM Let the students accomplish Task 3 Three Controls on page 68 of the LM Have the students give the formal and informal definitions of the words they found difficult in the text Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living Cite instances where people need to express themselves clearly when giving opinion or assertion, or when emphasizing a point Cite instances in life where speakers use direct and indirect signals Ask the students to give instances where they can express themselves based on any idea presented Remedial Reading or Instruction/ICL
  • 17. H. Making Generalizations and Abstractions about the Lesson Facilitate the students in making generalizations on the use of modals in emphasizing a particular point Have the students answer the following: “In what way a textual aid like a drawing or picture help you to understand a text or message?” Facilitate students’ responses on the following: “Why is it important to express insights based on ideas and not on feelings?” Remedial Reading or Instruction/ICL I. Evaluating Learning Make your own Information Ad. Let the students be guided by the rubric on page 66 of the LM Let the students write their answers to the essential question in a graphic organizer of their choice Let the students write their insights on a certain quote & let them define a word from it formally & informally Remedial Reading or Instruction/ICL J. Additional Activities for Application or Remediation Let the students answer My Treasure on page 66 of the LM. Write the answers on the journal or notebook Have the students accomplish Task 4 (p. 69) Read the story, Arachne Remedial Reading or Instruction/ICL V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work?
  • 18. F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VENICE E. GENITA Learning Area: English Teaching Dates and Time: July 03 – 07, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: EN10LT-Id2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-Id2.2.2: Explain the literary devices used EN10WC-Id12.2: Formulate a statement of opinion or assertion EN10OL-Id3.16.1: Employ the techniques in public speaking in a sample public speaking situation EN10RC-If-21: Compare new insights with previous learnings EN10LC-Ih-14.3: Show appreciation for songs, poems, and other listening texts EN10VC-Ig1.5/2.5: Draw generalizations and conclusions based on the materials viewed EN10V-Ig13.9: Use formal and informal definitions of words Remedial Reading or Instruction/ICL
  • 19. EN10G-Id-26: Using words and expressions that emphasize a point II. CONTENT DEALING WITH PERSONAL CHALLENGES: WINNING OVER INDIVIDUAL CHALLENGES: Elements Specific to a Genre and their Contribution to the Theme; and Literary Devices Statement of Opinion or Assertion; Techniques in Public Speaking; & Emphasis Words & Expressions Comparison of Insights; and Appreciation for a Song Drawing Generalization & Conclusions; and Formal & Informal Definitions of Words Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P P P P None 2. Learner’s Materials Pages P69 – 72 P73-78 P79-81 P82-84 None 3. Textbook Pages P69 – 72 P73-78 P79-81 P82-84 None 4. Additional Materials from Learning Resource (LR) portal None None None None None E. Other Learning Resources None None Comparing Insights Tips Download a worksheet on drawing generalizations None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Have the students correlate the science term Arachnid and the story’s title, Arachne Have student volunteers to share their quote made from the previous meeting Have an interactive reading on the text under Your Journey on page 79 of the LM Have student volunteers share their answers to the essential question Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Let the students read the text under Your Text on page 69 of the LM Answer the following: “How do you formulate a statement of opinion?” “Why do you need employ techniques in public speaking?” “When do you use words & expressions that emphasize a point?” Inform students of the expected output of the lesson which is to participate in a short but meaningful panel discussion on winning over personal challenges Have the students mull over the following: “Is it important to draw generalizations and conclusions based on something? Why?” Remedial Reading or Instruction/ICL
  • 20. C. Presenting Examples/Instances of the Lesson Interactive Reading of the Selection entitled Arachne Present instances how to formulate a statement of opinion, where speakers employ techniques in public speaking & when writers use emphasis markers Show and tell: Comparison of insights Let the students give their following situation: “If it is cloudy and it starts to be windy, then the sky gets dark, what may happen next?” Remedial Reading or Instruction/ICL D. Discussing New Concepts and Practicing New Skills #1 Discuss the answers to the questions on Image Makers (page 72) Discuss the differences between conjunction, parenthetical expression, & adverb/conjunctive adverb; then let the students accomplish Which is Which Activity (page 73) Facilitate the students’ task in Task 1 Connect to the Cap on page 80 of the LM Let the students accomplish Task 2 Outlook Turn Up on page 81 of the LM Remedial Reading or Instruction/ICL E. Discussing New Concepts and Practicing New Skills #2 Discuss the answers to the questions on Justifiers (page 72) Reinforce learning on the techniques of public speaking; then discuss how to formulate a statement of opinion, and have the students accomplish Fact + Opinion Activity (page 75) Have the students listen to the song, “Roar” by Katy Perry and let them list the words and expressions that relate to ways we deal with challenges Discuss the difference between connotative and denotative meaning; then let the students accomplish Vocabulary Hunt on page 84 of the LM Remedial Reading or Instruction/ICL F. Developing Mastery (Leads to Formative Assessment 3) Discuss the answers to the questions on Theme Builders (page 72) Facilitate students’ responses on Giving Emphasis Activity on page 73 of the LM Have the students decipher the message of the song and let them share it with a partner Let the students give the formal and informal definitions of the word hunted in the previous task Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living Cite instances in life where pride becomes destructive Cite instances where statements of opinion and emphasis markers are used in practical life Let the students cite instances where they were able to deal with challenges Have the students give situations in practical life where they draw generalizations/conclusions Remedial Reading or Instruction/ICL H. Making Generalizations and Abstractions about the Lesson Let the students make abstractions from the story read and discussed Finalize answers: “How do you formulate a statement of opinion?” Let the students make abstractions from the message of the song in relation to winning over challenges Let the students share their learning in drawing generalizations and conclusions Remedial Reading or Instruction/ICL
  • 21. “Why do you need employ techniques in public speaking?” “When do you use words & expressions that emphasize a point?” I. Evaluating Learning Have the students create a quote that is relevant to the theme of the story Make an impressive photo essay. Be guided with the directions on pages 75 – 77 of the LM. Let the students make a short essay comparing the insights learned from previous learning on dealing with personal challenges and the new insights learned in this lesson Worksheet on drawing generalizations and conclusions Remedial Reading or Instruction/ICL Additional Activities for Application or Remediation Research about emphasis markers Answer My Treasure (page 78) Give tentative answers to the essential question (page 81) Let the students accomplish Task 4 Looking Forward (page 81) Remedial Reading or Instruction/ICL V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation
  • 22. E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VVENICE E. GENITA Learning Area: English Teaching Dates and Time: July 10 – 14, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: EN10LT-If-2.2: Explain how the elements specific to a genre contribute to the EN10WC-Ie12.2: Formulate a statement of opinion or assertion EN10OL-Ie3.16.1: Employ the techniques in public EN10OL-If3.16.1: Employ the techniques in public Remedial Reading or Instruction/ICL
  • 23. theme of a particular literary selection. EN10LT-If2.2.3: Determine tone, mood, technique, and purpose of the author EN10WC-Ie12.3: Identify the techniques in a persuasive text speaking in a sample public speaking situation speaking in a sample public speaking situation II. CONTENT WINNING OVER INDIVIDUAL CHALLENGES: Literary Elements: Theme, Tone, Mood, Technique, & Purpose of the Author Formulating a Statement of Opinion or Assertion; & Techniques in a Persuasive Text Employing Techniques in Public Speaking Employing Techniques in Public Speaking Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P P P P None 2. Learner’s Materials Pages P82-85 P86 & 89 P90-91 P90-91 None 3. Textbook Pages P82-85 P86 & 89 P90-91 P90-91 None 4. Additional Materials from Learning Resource (LR) portal None None None None None E. Other Learning Resources None None Optional: video sample of panel discussion Optional: video sample of panel discussion None IV. PROCEDURES J. Reviewing Previous Lesson or Presenting the New Lesson Ask the students: “Which details in the drawing presented yesterday showed winning over individual challenges?” Recall the difference between opinion and assertion Review the different techniques to be utilized in a persuasive text Review the different techniques to be utilized in a persuasive text Remedial Reading or Instruction/ICL K. Establishing a Purpose for the Lesson Let the students ponder on the question: “How important is your eye/s to you?” Allow students to express their opinion or assertion over the following: “How will you convince others to agree with you that it is important to read Have the students share their prior knowledge on what is a panel discussion Have the students share their prior knowledge on what is a panel discussion Remedial Reading or Instruction/ICL
  • 24. and discuss myths, tales, legends and other stories?” L. Presenting Examples/Instances of the Lesson Facilitate students in the reading of the text, “How Odin Lost His Eye” on page 82 of the LM. Present the different persuasive techniques that are usually used in a persuasive text Have the students view a sample panel discussion Have the students view a sample panel discussion Remedial Reading or Instruction/ICL M. Discussing New Concepts and Practicing New Skills #1 Discuss shortly about types of conflicts; and have them accomplish The Power of C Activity on page 84 of the LM Facilitate students in answering the Winning Appeal on page 86 of the LM Think-Pair-Share: Deliberate on the insights learned from the sample panel discussion Think-Pair-Share: Deliberate on the insights learned from the sample panel discussion Remedial Reading or Instruction/ICL N. Discussing New Concepts and Practicing New Skills #2 Discuss the following Literary Elements: Theme, Tone, Mood, Technique, & Purpose of the Author; then let the students identify such elements in the selection read Have the students accomplish Task 8 Life Skills Connection and let them share their opinion on the text entitled Koran Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM Remedial Reading or Instruction/ICL O. Developing Mastery (Leads to Formative Assessment 3) Have the students accomplish Lasting Virtue Activity on page 85 of the LM Let the students accomplish What Always Worked Activity on page 88 of the LM Group the students and have them designate roles: chairman, and panelists or discussants Group the students and have them designate roles: chairman, and panelists or discussants Remedial Reading or Instruction/ICL P. Finding Practical Applications of Concepts and Skills in Daily Living Let the students give instances in their life where they have sacrificed something for others Have the students cite instances where they were able to successfully persuade someone Let the students give real- life situations where panel discussions are used (e.g. SS Lesson Discussions) Let the students give real- life situations where panel discussions are used (e.g. SS Lesson Discussions) Remedial Reading or Instruction/ICL Q. Making Generalizations and Abstractions about the Lesson Have the students answer the following: “What are the insights or lessons have you learned from the story?” Let the students answer the following: “What techniques should you employ or use to be able to convince or persuade someone?” Have the students answer the following: “How will you conduct a panel discussion?” Have the students answer the following: “How will you conduct a panel discussion?” Remedial Reading or Instruction/ICL
  • 25. R. Evaluating Learning Let the students answer the questions in Thinking it Through on page 85 of the LM Accomplish The Power of the Song (page 88) Panel Discussion Panel Discussion (Continuation) Remedial Reading or Instruction/ICL Additional Activities for Application or Remediation Answer the following: “How will you convince others to agree with you that it is important to read and discuss myths, tales, legends and other stories?” Let the students accomplish Thought for Today Activity on pages 88- 89 of the LM Conduct research (if possible), and take notes on the possible questions to be used in the panel discussion Peer Evaluation of Other Group’s Discussion Remedial Reading or Instruction/ICL V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve?
  • 26. G. What innovations or localized materials did I used/discover which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VENICE E. GENITA Learning Area: English Teaching Dates and Time: July 17 – 21, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
  • 27. C. Learning Competencies/Objectives: EN10OL-Ig3.16.1: Employ the techniques in public speaking in a sample public speaking situation EN10OL-Ih3.16.1: Employ the techniques in public speaking in a sample public speaking situation EN10G-If-3.6/ EN10G-Ig- 3.6/ EN10G-Ih-3.6/EN10G- Ii-3.6: Use modals EN10RC-Ii-21: Compare new insights with previous learnings EN10V-1h-13.9 Use denotation and connotation to clarify meanings of words Remedial Reading or Instruction/ICL II. CONTENT WINNING OVER INDIVIDUAL CHALLENGES: TURNING CHALLENGES TO OPPORTUNITIES: Employing Techniques in Public Speaking Employing Techniques in Public Speaking Modals Comparing Insights; and Denotation and Connotation Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P P P P None 2. Learner’s Materials Pages P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None 3. Textbook Pages P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None 4. Additional Materials from Learning Resource (LR) portal None None None None E. Other Learning Resources Optional: video sample of panel discussion Optional: video sample of panel discussion Downloaded worksheets on Modals; Modal Bank Worksheet (Connotation vs. Denotation) None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Review the different techniques to be utilized in a persuasive text Review the different techniques to be utilized in a persuasive text Give/share feedbacks on the panel discussion done Have the students read the text under Your Journey on page 92 of the LM Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Have the students share their prior knowledge on what is a panel discussion Have the students share their prior knowledge on what is a panel discussion Have the students mull over the following: “You should eat to live, and not live to eat.” Inform students that the expected output of the lesson is to present a short persuasive essay Remedial Reading or Instruction/ICL C. Presenting Examples/Instances of the Lesson Have the students view a sample panel discussion Have the students view a sample panel discussion Present a modal bank and have the students guess what words are they Remedial Reading or Instruction/ICL D. Discussing New Concepts and Practicing New Skills #1 Think-Pair-Share: Deliberate on the insights Think-Pair-Share: Deliberate on the insights Facilitate students in answering Sense of Value Facilitate students in answering Task 1 I Always Remedial Reading or Instruction/ICL
  • 28. learned from the sample panel discussion learned from the sample panel discussion Activity on page 86 of the LM Connect Game on page 93 of the LM E. Discussing New Concepts and Practicing New Skills #2 Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM Discuss the different modals such as must, should, etc.; and let the students answer Rewarding Activity (page 87) Discuss how to give denotative and connotative meaning to words; and have the students undergo some drills Remedial Reading or Instruction/ICL F. Developing Mastery (Leads to Formative Assessment 3) Group the students and have them designate roles: chairman, and panelists or discussants Group the students and have them designate roles: chairman, and panelists or discussants Have the students accomplish Looking Ahead Activity on page 100 of the LM Let the students answer the downloaded worksheet (connotation & denotation) Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living Let the students give real- life situations where panel discussions are used (e.g. SS Lesson Discussions) Let the students give real- life situations where panel discussions are used (e.g. SS Lesson Discussions) Cite instances in life where people get to use modals in daily conversations Cite instances in life wherein they can apply their knowledge on denotation and connotation Remedial Reading or Instruction/ICL H. Making Generalizations and Abstractions about the Lesson Have the students answer the following: “How will you conduct a panel discussion?” Have the students answer the following: “How will you conduct a panel discussion?” Let the students answer the following: “What are modals?” “When do we use modals?” Let the students answer the following: “What is the difference between connotation and denotation?” Remedial Reading or Instruction/ICL I. Evaluating Learning Panel Discussion (Continuation) Panel Discussion (Continuation) Self-constructed Long Quiz /downloaded worksheet (Modals) Accomplish Meaningful Search (page 96) Remedial Reading or Instruction/ICL Additional Activities for Application or Remediation Peer Evaluation of Other Group’s Discussion Peer Evaluation of Other Group’s Discussion Make a success plan using modals Read in advance the text From the Analects by Confucius Remedial Reading or Instruction/ICL V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
  • 29. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VENICE E. GENITA Learning Area: English Teaching Dates and Time: July 24 – 28, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
  • 30. C. Learning Competencies/Objectives: EN10LC-Ig-8.7: Make generalizations EN10VC-Ig1.5/2.5:Draw generalizations and conclusions based on the materials viewed EN10LC-Ii-14: Examine how spoken communication may be repaired or enhanced EN10LT-Ig-3: Explain how a selection may be influenced by culture, history, environment, or other factors EN10LT-Ih2.3: Draw similarities and differences of the featured selections in relation to the theme Remedial Reading or Instruction/ICL II. CONTENT TURNING CHALLENGES TO OPPORTUNITIES: Making Generalizations and Conclusions Repairing or Enhancing Spoken Communication Literary Analysis Similarities and Differences of Selections Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P P P P None 2. Learner’s Materials Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None 3. Textbook Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None 4. Additional Materials from Learning Resource (LR) portal None None None None None E. Other Learning Resources Video Clip of One Arm Young Lady & a One Legged Young Man; Pictures Handouts in repairing or enhancing spoken communication; speeches None None None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Review the key thoughts on denotation and connotation Review the key thoughts in making generalizations Have the students share their Map of Targets in Task 4 (page94) Review the insights from the selection discussed previously Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Have the students answer the following: “How do you turn your challenges into opportunities?” Have the students share their answers to the following: “Do spoken communication need to be repaired or enhanced? Why?” Have the students mull over the short text under Your Text on page 94 of the LM Ask the students the ways to draw similarities and differences Remedial Reading or Instruction/ICL
  • 31. C. Presenting Examples/Instances of the Lesson Have the students view the video clip of “One arm young Lady and a One legged Young Man” Have the students view a short speech Interactive Reading of the text From the Analects (pages 95-96) Interactive Reading: Zen Parables (p. 100) & Practice and Uphold Positive Attitude (p. 103) Remedial Reading or Instruction/ICL D. Discussing New Concepts and Practicing New Skills #1 Think-Pair-Share: Generalizations from the video clip viewed Think-Pair-Share: Have the students identify the parts in the speech that needs to be repaired or enhanced Have the students accomplish Theme Connection on pages 96-97 Have the students discuss their answers to the questions on page 100 of the LM Remedial Reading or Instruction/ICL E. Discussing New Concepts and Practicing New Skills #2 Picture Analysis: Make generalizations based on the picture posted Have the students accomplish Taking a Stand for or against (pages 97-98) Explain how the selection From the Analects may be influenced by culture, history, environment, or other factors Let the students discuss their answers to the questions on page 104 of the LM Remedial Reading or Instruction/ICL F. Developing Mastery (Leads to Formative Assessment 3) Post a picture and answer the following: “What does the picture suggest about challenges & opportunities?” Give a sample speech and have the students examine it and identify the parts to be repaired or enhanced Think-Pair-Share: Let the students share their insights from the ideas conveyed by the selection Have the students accomplish A Call Up for Order Box on page 104 of the LM Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living Let the students give real- life situations where people are able to turn challenges to opportunities Ask students to give instances in their life where they wish to repair or enhance their spoken communication Cite instances in life where people are able to resolve problems due to helpful advices from others Cite instances in life where they get to give similarities and differences of things Remedial Reading or Instruction/ICL H. Making Generalizations and Abstractions about the Lesson Have the students make generalizations on the tips in making generalizations Let the students answer the following: “Why is there a need to repair or enhance spoken communication?” Have the students answer the following: “What is the importance of turning challenges into opportunities?” Have the students answer the following: “How do you draw similarities and differences of two certain things?” Remedial Reading or Instruction/ICL I. Evaluating Learning Make short essay on turning challenges to opportunities Alter Ego (page 101) Let the students identify the parts in the selection that are influenced by culture, history, environment, or other factors Let the students draw similarities and differences between the two selections read and discussed Remedial Reading or Instruction/ICL
  • 32. J. Additional Activities for Application or Remediation Accomplish Task 4 Mapping the Targets Find a speech that needs to be repaired or enhanced Remedial Reading or Instruction/ICL V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers?
  • 33. GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: Venice E. Genita Learning Area: English Teaching Dates and Time: July 31 – August 4, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
  • 34. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: EN10WC-If12.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue EN10WC-Ig12.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue EN10WC-Ih12.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue EN10WC-Ii-12: Compose short persuasive texts using a variety of persuasive techniques and devices Remedial Reading or Instruction/ICL II. CONTENT Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages P P P P None 2. Learner’s Materials Pages P105-108 P105-108 P105-108 P105-108 None 3. Textbook Pages P105-108 P105-108 P105-108 P105-108 None 4. Additional Materials from Learning Resource (LR) portal None None None None None E. Other Learning Resources None None None None None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Review the techniques in writing a persuasive text Review the techniques in writing a persuasive text Review the techniques in writing a persuasive text Review the techniques in writing a persuasive text Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Ask the students to answer the following: “How will you persuade someone through writing?” Ask the students to answer the following: “How will you persuade someone through writing?” Ask the students to answer the following: “How will you persuade someone through writing?” Ask the students to answer the following: “How will you persuade someone through writing?” Remedial Reading or Instruction/ICL C. Presenting Examples/Instances of the Lesson Ask the students when they have experienced persuading someone through writing Ask the students when they have experienced persuading someone through writing Ask the students when they have experienced persuading someone through writing Ask the students when they have experienced persuading someone through writing Remedial Reading or Instruction/ICL D. Discussing New Concepts and Practicing New Skills #1 Discuss the steps in writing a persuasive essay (page 105); let the students Discuss the steps in writing a persuasive essay (page 105); let the students Discuss the steps in writing a persuasive essay (page 105); let the students Discuss the steps in writing a persuasive essay (page 105); Remedial Reading or Instruction/ICL
  • 35. choose a subject of their choice choose a subject of their choice choose a subject of their choice let the students choose a subject of their choice E. Discussing New Concepts and Practicing New Skills #2 Have the students go over the drafting guidelines and let them start drafting their own essay Have the students go over the drafting guidelines and let them start drafting their own essay Have the students go over the drafting guidelines and let them start drafting their own essay Have the students go over the drafting guidelines and let them start drafting their own essay Remedial Reading or Instruction/ICL F. Developing Mastery (Leads to Formative Assessment 3) Let the students go over the sharing through the EQS (page 106), and have them undergo it Let the students go over the sharing through the EQS (page 106), and have them undergo it Let the students go over the sharing through the EQS (page 106), and have them undergo it Let the students go over the sharing through the EQS (page 106), and have them undergo it Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living Cite instances where people become effective in persuading others through writing Cite instances where people become effective in persuading others through writing Cite instances where people become effective in persuading others through writing Cite instances where people become effective in persuading others through writing Remedial Reading or Instruction/ICL H. Making Generalizations and Abstractions about the Lesson Have the students answer the following: “What are the steps in writing a persuasive text?” Have the students answer the following: “What are the steps in writing a persuasive text?” Have the students answer the following: “What are the steps in writing a persuasive text?” Have the students answer the following: “What are the steps in writing a persuasive text?” Remedial Reading or Instruction/ICL I. Evaluating Learning Persuasive Essay following the criteria on pages 106- 107 of the LM Persuasive Essay following the criteria on pages 106- 107 of the LM Persuasive Essay following the criteria on pages 106- 107 of the LM Persuasive Essay following the criteria on pages 106- 107 of the LM Remedial Reading or Instruction/ICL Additional Activities for Application or Remediation Accomplish My Treasure (pages 107-108) Accomplish My Treasure (pages 107-108) Accomplish My Treasure (pages 107-108) Accomplish My Treasure (pages 107-108) Remedial Reading or Instruction/ICL V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
  • 36. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: Venice E. Genita Learning Area: English Teaching Dates and Time: August 7-11, 2017 Quarter: 1 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
  • 37. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Competencies/Objectives: Review Review First Quarter Examination First Quarter Examination Remedial Reading or Instruction/ICL II. CONTENT Remedial Reading or Instruction/ICL III. LEARNING RESOURCES D. References 1. Teacher’s Guide Pages None 2. Learner’s Materials Pages None 3. Textbook Pages None 4. Additional Materials from Learning Resource (LR) portal None E. Other Learning Resources None IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson Remedial Reading or Instruction/ICL B. Establishing a Purpose for the Lesson Remedial Reading or Instruction/ICL C. Presenting Examples/Instances of the Lesson Remedial Reading or Instruction/ICL D. Discussing New Concepts and Practicing New Skills #1 Remedial Reading or Instruction/ICL
  • 38. E. Discussing New Concepts and Practicing New Skills #2 Remedial Reading or Instruction/ICL F. Developing Mastery (Leads to Formative Assessment 3) Remedial Reading or Instruction/ICL G. Finding Practical Applications of Concepts and Skills in Daily Living Remedial Reading or Instruction/ICL H. Making Generalizations and Abstractions about the Lesson Remedial Reading or Instruction/ICL I. Evaluating Learning Remedial Reading or Instruction/ICL Additional Activities for Application or Remediation Remedial Reading or Instruction/ICL V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
  • 39. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers?